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Cognitive Load in Adaptive Multimedia Learning

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New Perspectives on Affect and Learning Technologies

Abstract

There is a close relationship between learners’ affective states and the operation of working memory. When instructional support provided to learners is not tailored to levels of their prior knowledge, the resulting working memory overload may emotionally upset and de-motivate learners and thus influence the learning outcomes. The inclusion of affective and motivational factors in cognitive load research, particularly in studies of the expertise reversal effect, remains an essential direction for future research in this area. Establishing connections between affective variables and cognitive load factors, and using methods of affective computing could enhance capabilities of multimedia environments in tailoring learning to cognitive characteristics of individual learners. The chapter focuses primarily on features of our cognitive architecture that are directly related to the expertise reversal effect, main empirical findings associated with this effect in multimedia learning environments, and their implications for research in affective learner-tailored multimedia environments.

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Authors and Affiliations

  1. School of Education, University of New South Wales, Sydney, New South Wales, Australia

    Slava Kalyuga

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  1. Slava Kalyuga
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Correspondence to Slava Kalyuga .

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Editors and Affiliations

  1. , School of Electrical and Information Eng, The University of Sydney, Sydney, 2006, Australia

    Rafael A. Calvo

  2. , Department of Psychology, The University of Memphis, Memphis, 38152, USA

    Sidney K. D'Mello

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Kalyuga, S. (2011). Cognitive Load in Adaptive Multimedia Learning. In: Calvo, R., D'Mello, S. (eds) New Perspectives on Affect and Learning Technologies. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 3. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-9625-1_15

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